Đánh giá hệ thống đào tạo trực tuyến tại Trường Đại học Nguyễn Tất Thành: quan điểm của sinh viên và giảng viên

Các tác giả

  • Nguyễn Lan Phương Trường Đại học Nguyễn Tất Thành
  • Nguyễn Ban Mai Trường Đại học Nguyễn Tất Thành
  • Trương Thị Lệ Hằng Trường Đại học Nguyễn Tất Thành

Tóm tắt

Over the years, online learning has undergone significant growth and integration within the education system in Vietnam, leading to the necessity of evaluating its efficacy and implications for institutions such as Nguyen Tat Thanh University. This qualitative study aims to assess the current state of online learning at Nguyen Tat Thanh University through surveys conducted with 170 undergraduate students and in-depth interviews conducted with 10 educators. The study is centered around two primary objectives: 1) evaluating the students' perspectives on the current state of the online learning system at Nguyen Tat Thanh University, and 2) Evaluating the features of the LMS software in the online learning system from the perspective of educators at Nguyen Tat Thanh University. The findings reveal that although the online learning system at Nguyen Tat Thanh University has enhanced training activities, there are still limitations in its management that exert influence upon learning effectiveness. The study intends to contribute to the enhancement and optimization of the efficacy of the online learning system at Nguyen Tat Thanh University, as well as to advance our understanding of online learning management and its impact on educational outcomes.

Tài liệu tham khảo

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Aparicio, M., Bacao, F., & Oliveira, T. (2016). Analyzing the relationship between LMS usage and users' performance in higher education. Computers in Human Behavior, 56, 186-196.

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Georgakopoulos, I., Chalikias, M., Zakopoulos, V., & Kossieri, E. (2020). Identifying Factors of Students” Failure in Blended Courses by Analyzing Students” Engagement Data. Educ. Sci., 10(9), 242. https://doi.org/10.3390/educsci10090242

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Luu, A. (2019). Giáo dục đại học Việt Nam trong bối cảnh cuộc Cách mạng công nghiệp lần thứ tư. Tạp chí Khoa học xã hội, 6(3), 65-67.

Saeed, N. (2020). Teachers’ perceptions on the use of blended. https://darius.hbu.edu/bitstream/handle/20.500.12262/229/Saeed_hbu_1962D_10045.pdf?sequence=1&isAllowed=y

Nguyen, H. T., Nguyen, T. H., & Nguyen, T. T. H. (2020). Online learning: The current status of its usage by students and faculty members in Vietnam. Journal of Educational Science and Technology, 6(2), 141-150.

Rodrigues, H., Almeida, A., & Amaral, L. (2019). Digital learning environments in higher education: A literature review of the role of teachers and students. Computers in Human Behavior, 92, 90-102.

Sangra, A., Vlachopoulos, D., & Cabrera, N. (2012). Building an inclusive definition of e-learning: An approach to the conceptual framework. The International Review of Research in Open and Distributed Learning, 13(2), 145-159.

Tawalbeh, T. (2018). EFL Instructors” Perceptions of Blackboard Learning Management System (LMS) at University Level. English Language Teaching, 11(1). https://doi.org/10.5539/elt.v11n1p1

Tran, T., & Bui, H., (2020). Quản lí dạy học trực tuyến trong các trường đại học kĩ thuật tại Thành phố Hồ Chí Minh. Tạp chí Khoa học Đại học Mở Thành phố Hồ Chí Minh, 15(1), 51-59.

Tucker, R. C., Wycoff, T., & Green, T. J. (2017). Blended learning in action: A practical guide toward sustainable change. Thousand Oaks, CA: Corwin.

Đã Xuất bản


Cách trích dẫn

Nguyễn , L. P., Nguyễn, B. M., & Trương, T. L. H. (2024). Đánh giá hệ thống đào tạo trực tuyến tại Trường Đại học Nguyễn Tất Thành: quan điểm của sinh viên và giảng viên. Tạp Chí Giáo dục, 23(đặc biệt 9), 303–310. Truy vấn từ https://tcgd.tapchigiaoduc.edu.vn/index.php/tapchi/article/view/1232


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